International Journal of Thesis Projects and Dissertations (ijtpd)

International Journal of Thesis Projects and Dissertations (IJTPD) 
Vol. 7, Issue 2, pp: (1-10), Month: April - June 2019, Available at: 
www.researchpublish.com
Page | 3 
Research Publish Journals 
into the learning of a target language (Godwin-Jones, 2013). The use of CALL in relation to listening and speaking skills 
is less widespread when compared to reading and writing. For this reason, students have less opportunity to develop and 
learn autonomy with respect to their speaking and listening skills (SAN, 2007). 
Behavioristic CALL 
Behavioristic CALL came into being in the late 1960s and was used widely in the 1970s under the influence of the 
Audio-
Lingual Method 
of language teaching. In this stage of CALL, repetitive language drills were used, and the computer did 
not allow students to work at an individual pace, which hindered motivation (Warschauer & Healey, 1998). 
Communicative CALL 
Warschauer and Healey (1998) pointed out that it was during the period of the 1980s that behavioristic approach to 
language teaching was being rejected at both theoretical and pedagogical level, and personal computers were creating 
greater possibilities for individual work at school. Communicative CALL corresponded to cognitive theories which 
stressed that learning was a process of discovery, expression and development. Under the influence of 
Communicative
Language Teaching
, advocates of communicative CALL argued that computer-based activities should focus more on 
using forms. Moreover, the focus was not so much on what students did with the computer, but rather what they did with 
each other while working at the computer. 
Interactive CALL 
By the 1990s, communicative CALL began to be criticized. New second language acquisition theories and socio-
cognitive views influenced many teachers and led them to use more social and learner-centered methods. This time, 
emphasis was put on language use in authentic social contexts. Task-based, project-based and content-based approaches 
all sought to integrate learners in authentic environments, and also to integrate the various skills of language learning. In 
integrative approaches, students are able to use a variety of technological tools as an ongoing process of language learning 
rather than visiting the computer lab on a weekly basis for isolated exercises (Warschauer & Healey, 1998).